ON DIRECTIONS OF THE MOTHER TONGUE EDUCATION IN THE SLOVAK REPUBLIC

1
ON DIRECTIONS OF THE MOTHER TONGUE EDUCATION
IN THE SLOVAK REPUBLIC

• WHERE FROM?
• WHERE TO?
• WHICH WAY?
• WHY?

2
WHERE FROM?

• In the 1970s and in the1980s the MTE practice was
  influenced by the conception based on knowledge.
• It was a separation of the linguistics and
  literature teaching/learning processes from its
  communicative context.
• The interaction between teacher and student was
  focused on the reproduction of the subject
  knowledge.

3
WHERE TO?

• In the1990s the MTE changed.
• A new communicative model of MTE emerged (as a
  result of social, linguistic and methodology
  related shift).
• The most principal objective of MTE
• the developing of childrens
• communicative competence.

4
A special principles of MTE

• complexity
• communicative approach
• student-centred teaching
• topical linguistic and literary context

5
WHICH WAY?

• CONTENTS
• to balance cognitive and communicative component
• natural interconnection of linguistic knowledge
  with its communicative utilisation values and
  attitudes
• integrated teaching/learning of mother tongue.

6
WHICH WAY?

• PROCESS
• the approaching teacher student interaction to
  more symetric and thus more functional
  communication
• the pupils active, conscious, creative, critical
  approach to forming his knowledge structures
• the utilisation of the knowledge to real
  communicational situations.

7
Structure of the process

• EVOCATION
• REALISING OF MEANING
• REFLECTION
• E U R (www.zdruzenieorava.sk)

8
New interactive strategies, methods and forms

• Brainstorming
• Clustering
• Cinquain
• INSERT
• Mind table
• T-scheme
• Venndiagram

• Guide of predictions
• Cubing
• Co-operative learning
• Creative writing
• Creative reading

9
WHY?

• MTE in Slovakia is under the curricular reform of
  all its stages.
• The reason to adjust subjects contents to
  current reality as well as to pupils prospective
  communicative needs.

10
The reforms essence

• a treating a pupil not as a passive object but
  rather an active agent of his own speech and
  congnition development

11
The reforms essence

• an active and reflexive revealing of linguistic
  meanings and their relationships, together with
  the capability to utilise such meaning in a
  communicative microcosm and macrocosm of a child

12
The reforms essence

• an integrated teaching/learning of the language,
  communication and literature
• a system of basic communicative skills
  listening, speaking, reading, writing and
  strategies their development in the childs
  speech

13
Mulicultural approach

• Teaching the Slovak language as both the mother
  tongue and the official language hence adopts
  elements of
• multilingual integration

14
The multilingual integration

• the languages of ethnic minorities
• (Roma, Hungarian, Ukrainian, Ruthenian)
• the languages of native Slavic nations
• (especially Czechs)
• the world languages
• (especially English, German, French,
  Spanish).

15
The main objective of MTE

• the complex developing of pupils communicative
  skills
• supporting the cultivation of pupils individual
  speech behaviour
• multilingual and multiculture approach to the
  developing of childrens communicative
  competence.

16
Ludmila Liptáková, Ph.D. associate professor

• Slovakia
• Prešov University
• Faculty of Education
• The Department of Communicative and Literary
  Education
• liptak_at_unipo.sk